Teachers then ask students what they think is happening or is going to happen. The discussion should include what they know about the topic from their own lives and the lives of their friends, or from reading about it or learning it in past classes.Įxcerpts from the text can be read aloud to the students prior to reading the entire text. Discovering what they already know creates a foundation for new learning. Build on prior knowledgeīegin with a class discussion focused on what students already know about the concept or topic that is the subject of the text. Have students share their drawings with the class. Asking students to draw a picture or make up a symbol for the vocabulary that is be focused on can be a fun activity as well as a good instructional technique. In the class discussions, use metaphors and analogies to emphasize understanding. Class discussions about words and phrases, either in small groups or with the class as a whole, lead to a greater understanding of the concepts. Introduce words and phrases with pictures and have students relate their own personal experience with the word or phrase. This does not mean giving students a vocabulary list and requiring them to look up and write down individual definitions. Before reading the text, teachers should identify unfamiliar words or concepts that must be understood to grasp the meaning of the material. Teachers should not just send students into the depths of reading a text that’s peppered with unfamiliar words and phrases. ![]() Here are three techniques educators have found particularly helpful in assisting students to be able to read and comprehend grade-level texts. ![]() Now, with the adoption of the Common Core Standards by most states, scaffolding instructional strategies are even more important than ever. ![]() Educators have been using scaffolding teaching strategies for many years and the word was coined as far back as 1976. The ultimate goal is to teach students how to become independent learners. Students learn in increments with instructors helping until they can comprehend on their own.
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